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四、教学重、难点：
教学重点：过去进行时态：“was / were + doing”结构
教学难点：掌握由when引导的时间状语。
五、教学方法：观察总结法，游戏法，自主探究法，
六、教学用具 ：幻灯片
教学步骤：
Step1.Warm-up
Greeting and ask some daily questions.
此设计是为了拉近师生关系，营造轻松愉快的学习气氛。
Step2.Lead-in
Show the students two questions:
1.What are you doing now？
2.What were you doing at 11o’clock yesterday evening?
设计意图：复习现在进行时，让学生重拾对现在进行时的记忆。并试着让学生接触过去进行时，看看他们的观察能力及应变能力，为后面的学习做好准备。
Step3.presentation
1.Show them the weather：rainstorm, and teach the new word.
结合图片，学习新单词：rainstorm，让学生对这样的天气更了解。
2.There was a rainstorm in the USA.Do you want to know what people were doing when the rainstorm came?.We interviewed Nancy.
设计意图：以讲故事的形式来展开，学生兴趣更浓。以下的句型在幻灯片中都是以记者采访Nancy的形式展开，询问她及她的家人在暴风雨来的时候在做什么。
The sentence patterns:
A: Nancy, what were you doing when the rainstorm came?
B: I was making my bed.
A: What was your sister doing when the rainstorm came?
B: She was sweeping the floor.
设计意图：幻灯片呈现时是由图片---问题---图片---答案的过程。在学习中通过启发式提问，让学生逐步进入学习状态。学生根据第一个对话，模仿后面的几个，不断地接触到目标语言。到最后，整个句型基本成形。
3.Summarize the new tense: past progressive tense
设计意图：在学生熟练句型之后，通过观察总结过去进行时。培养他们的思维能力及总结能力。
4.Play a game: Let’s guess!
What were these children doing at 10:00 last Sunday morning?
He / She was +Ving. / They were +Ving.